Week 8 Discussion

  

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Broderick and Blewitt (2015). I need this completed by 01/18/18 at 6pm. My assigned family is Jeong Family.

Young Adulthood

High school graduation, college admissions, and moving away from home. These are among the stepping-stones that mark the transition from adolescence to adulthood. For some people, this transition can be an awkward one. During this transition, they may find themselves wanting freedom to pursue academic and career interests outside of the home, while at the same time continuing to rely on parents or caregivers for financial and emotional support. During this time, some parents might project their own hopes and dreams onto their children, coming to believe that they aren’t living up to family expectations. Likewise, a young adult might be ready to leave the family and become independent but may be incapable of doing so due to internal anxieties and fear of the unknown.

As a counselor, how might you support both a young adult and his or her parents/caregivers during this fragile time?

For this Discussion, review this week’s media, “Young Adulthood,” focusing on the presenting issues of the highlighted family member, aged 19–29. Keeping these issues in mind, select one of the following theoretical models to use as a lens for your Discussion post:

· Schaie’s Theory

· Perry’s Theory of Intellectual and Ethical Development

· Kitchner’s Model of the Development of Reflective Judgment

· Holland’s Theory of Personality-Environment Types

· Super’s Developmental Approach

Note: Identify the last name of your assigned client family in the title of your post.

Post by Day 4 a description of the client’s developmental level. Explain how you might develop rapport with the client and promote engagement in the counseling process. Briefly describe the counseling approach you might use with this client, based on the theoretical model you have selected. Justify your response with references to this week’s Learning Resources and the current literature. Be specific.

Readings

· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

o Chapter 11, “Physical and Cognitive Development in Young Adulthood” (pp. 408-437)

o Chapter 12, “Socioemotional and Vocational Development in Young Adulthood” (pp. 438-476)

· Arnett, J. J. (2007). Suffering, selfish, slackers? Myths and reality about emerging adults. Journal of Youth and Adolescence, 36(1), 23–29.
Retrieved from the Walden Library databases.

· Benson, J. E., Johnson, M. K., & Elder, G. H., Jr. (2012). The implications of adult identity for educational and work attainment in young adulthood. Developmental Psychology, 48(6), 1752–1758.
Retrieved from the Walden Library databases.

· Brandell, J. R. (2010). Contemporary psychoanalytic perspectives on attachment. Psychoanalytic Social Work, 17(2), 132–157.
Retrieved from the Walden Library databases.

· McAdams, D. P., Bauer, J. J., Sakaeda, A. R., Anyidoho, N. A., Machado, M. A., Magrino-Failla, K., … Pals, J. L. (2006). Continuity and change in the life story: A longitudinal study of autobiographical memories in emerging adulthood. Journal of Personality, 74(5), 1371–1400.
Retrieved from the Walden Library databases.

· O’Connor, M., Sanson, A., Hawkins, M. T., Letcher, P., Toumbourou, J., Smart, D., … Olsson, C. (2011). Predictors of positive development in emerging adulthood. Journal of Youth and Adolescence, 40(7),860–874.
Retrieved from the Walden Library databases.

· Robinson, O. C., & Smith, J. A. (2010). The stormy search for self in early adulthood: Developmental crisis and the dissolution of dysfunctional personae. The Humanistic Psychologist, 38(2), 120–145.
Retrieved from the Walden Library databases.

· Rodriguez, P. D., & Ritchie, K. L. (2009). Relationship between coping styles and adult attachment styles. Journal of the Indiana Academy of the Social Sciences, 13, 131–141.
Retrieved from the Walden Library databases.

· Smits, I., Doumen, S., Luyckx, K., Duriez, B., & Goossens, L. (2011). Identity styles and interpersonal behavior in emerging adulthood: The intervening role of empathy. Social Development, 20(4), 664–684.
Retrieved from the Walden Library databases.

· Specht, J., Egloff, B., & Schmukle, S. C. (2011). Stability and change of personality across the life course: The impact of age and major life events on mean-level and rank-order stability of the Big Five. Journal of Personality and Social Psychology, 101(4), 862–882.
Retrieved from the Walden Library databases.

· Fraley, R. C. (n.d.). Attachment style. Retrieved March 10, 2013 from

http://www.web-research-design.net/cgi-bin/crq/crq.pl

 

Media

· Laureate Education (Producer). (2013m).

Young adulthood

[Video file]. Retrieved from CDN Files Database. (COUN 6215/COUN 8215/HUMN 8215)
 

This media piece highlights the family member aged 19–29.
 

Note: Please click on the following link for the transcript:

Transcript (PDF)

.

· Laureate Education (Producer). (2013f). Perspectives: Emerging adulthood [Video file]. Retrieved from https://class.waldenu.edu
 

Note: The approximate length of this media piece is 3 minutes.
 

This week’s presenter highlights the challenges of working with clients in the 19–30 year-old age range, as well as the ways in which emerging adulthood is much like a “second adolescence.”

  Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 

©2013 Laureate Education, Inc. 1

“Young Adulthood”
Program Transcript

Instructions:

Post by Day 4 a description of the client’s developmental level. Explain how you
might develop rapport with the client and promote engagement in the counseling
process. Briefly describe the counseling approach you might use with this client,
based on the theoretical model you have selected. Justify your response with
references to this week’s Learning Resources and the current literature. Be
specific.

Respond by Day 7 to at least two of your colleagues using one or more of the
following approaches:

Select a colleague who was assigned a different client than you. Validate his or
her perspective or propose an alternative perspective to at least one aspect of
his or her posting (developmental level, rapport and engagement, or treatment).
Support your response with specific references to the client family presented in
the case study and to the current literature.

Select a colleague who was assigned the same client as you. Contrast your
posts. Support your response by explaining how you might combine strengths
from each of your posts to provide a better analysis of or treatment for the client.

[Week 8: Martinez Family]

General Background:

The Martinez family consists of Miguel, Jeannette, Gabby, Tommy, and Christina
(the adopted daughter of Jeannette’s cousin).

The family’s ethnicity is Hispanic, and both Miguel and Jeannette come from very
large extended families—many of whom live in the area.

They are Seventh-Day Adventists who are very involved in their church; they
both hold leadership positions in the church and attend services multiple times
each week.

Presenting Issues:

Gabby is now 19 years old and has come to see you. She is still living in her
parents’ home, which she says is “generally ok as long as [she does] what they
tell [her] to.”
Although she graduated from high school with fairly good grades, Gabby did not
go to college. She said that she wasn’t sure at the time what she wanted to do,
and her father told her “not to waste [his] money.”

© 2013 Laureate Education, Inc. 2

Since then, Gabby has had a series of low-paying jobs, from which she is usually
fired for missing too much work. She says that if she found a job she liked, she’d
probably take it more seriously, but so far that hasn’t happened.

Gabby also shares that she is getting a lot of pressure from her parents to “find a
husband and settle down,” although Gabby thinks she is too young for this.

Gabby is feeling anxious and lost and is looking to you for guidance.

[Reeves Family]

General Background:

The Reeves family consists of Lucas, John, Justin, and Emme. Lucas’ wife,
Anne, left him and the children shortly after Emme was born.

The family is Caucasian and of mixed European ethnic descent.

Their faith is Protestant, although Lucas notes that they do not attend church
regularly.

Lucas also shares that the he has no family in the area to help him with the
children, and he often feels overwhelmed.

Presenting Issues:

John is now 21 years old. He has come to see you because you were so helpful
to him during his difficult early adolescence. Since then, John has straightened
out, separated himself from negative influences in his life, and finished high
school in the top 20% of his class.

John also took college courses while in high school, which helped him finish
college with a history degree in only three years. After graduating from college,
John returned to his father’s home. He has not yet found a job, and as you speak
with him, you learn that he has not really been trying.

John states that employment is “overrated” and that he wants to explore and
experience more of life before he “settles down into [his] dad’s life of bills and
obligations.”

John shares that earning a degree only made him realize how little he really
knows, and he feels ill-prepared for “real life.” He hopes that his journey of
personal development will help him “find [his] true self” and inspire him toward his
path in life.

© 2013 Laureate Education, Inc. 3

He has come to you looking for help with processing where he is in life—and for
validation, since his father has called him a “bum.”

[Jeong Family]

General Background:

The Jeong family consists of Kimball (“Kim,” a physician), Meg (a nurse), Steven,
Kelsey, and Joey.

The family is of Korean descent and describes themselves as “very
Americanized.”

They are Christian Buddhists and embrace their faith strongly.

Both Kim’s and Meg’s extended families live within about an hour of the Jeongs,
providing the family with both support and unsolicited advice.

Presenting Issues:

Kelsey is now grown up (26) and married to Jin (27). They met in college in an
education program and are both high school teachers.

Kelsey has come to you for support and guidance as she copes with the news
that she and Jin will not be able to have children. They are devastated by this
news, and Kelsey feels like “a failure as a woman.”

She shares that she has always wanted to be a mother, which she understands
was highly influenced by her own strong mother figure as well as broader cultural
influences. She knows Jin loves her very much, but she fears that he may leave
her because of this.

Kelsey wants to consider all of her options, including adoption, but Jin has been
resistant. She is seeking help from you to try to figure out how to handle her
situation and her husband.

[Crane Family]

General Background:

The Crane family consists of Carol, Hunter, and Olivia.

© 2013 Laureate Education, Inc. 4

Carol is a single mother living in the inner city under very poor conditions.
Although she has a job, she barely makes ends meet and receives federal
assistance for her children. She cannot afford good food, nor can she afford to
live in a safer area. She currently lives in a subsidized housing development.

The family is Caucasian, of European descent, and agnostic.

Presenting Issues:

It’s been many years since you’ve seen anyone in the Crane family. You receive
a call from Carol to make an appointment for Olivia (now 19), who is on a term
break from college.

Carol shares that Olivia has been having a very hard time adjusting socially and
doesn’t have any friends. Carol is very worried, as Olivia has seemed “more
depressed than usual.”

When Olivia comes for her appointment, you ask her how college has been
going. She responds that it’s “just OK,” and that it isn’t what she thought it would
be. Olivia tells you that everyone she meets is a snob, and all anyone cares
about is partying.

When you ask if she has made any friends, Olivia responds that she “[doesn’t]
want to be friends with those people,” adding that she doesn’t need friends to be
happy.

You shift gears and ask about her classes. Olivia responds that she “drew the
hardest professors possible” from the random class assignments and snorts with
disgust. She adds that “nothing is good enough for them,” and she is struggling
academically (however, she does admit to having a 3.0+ GPA).

Before you can shift again, Olivia says, “And don’t even bother to ask about
boys. After what my mother went through with my a-hole of a father, I’m not
planning on ever being tied down…to anyone.”

[Anderson Family]

General Background:

The Anderson family consists of grandparents Ernie and Audrey, Jamal
(diagnosed with Asperger’s disorder), Marcus, and Artesia.

Ernie and Audrey gained custody of their three grandchildren after their daughter
and her husband were killed in a car accident. Their daughter and her husband—
the parents of the children—had been living with them prior to the accident, as

© 2013 Laureate Education, Inc. 5

they had fallen on hard times after both parents lost their jobs and subsequently
had to give up their home.

The family is African American, Southern Baptist, and very involved in their
church.

Presenting Issues:

Jamal (now 23) has come to see you because “[his] grandmother said [he]
should.”

Jamal has had some difficulty finding and keeping a job since graduating from
college at the top of his class with a degree in computer science. He shares that
he has interviewed at quite a few companies but never seems to make it past the
human resources interview. His grandmother tried to “coach” him to improve his
interviewing skills, but he says that what she wants him to say is “stupid” and
doesn’t fit who he is.

Jamal tells you that he knows he is different from many people, but he always
found his place in college and doesn’t understand why the “computer geeks in
the real world” won’t hire him. He adds that he is very honest about his “disability”
and always tells prospective employers that he has Asperger’s disorder during
interviews.

Jamal adds that the only reason he can come up with for not getting hired
somewhere is because he’s black and all the decision-makers are “old-school
white boys.”